Lesson plan, class 11.
Topic: “Young inventors”
Aims of the lesson: 1)to get students informed about young inventors;
2) to have reading and listening comprehension practice;
3) to introduce the ways of expressing future actions;
4)to practice future action forms;
5) to educate students to have a strive for learning and scientific work.
Audio-visual facilities: Interactive School board, a computer, Power Point presentation (Appendix 1), handouts (a grammar exercise, Appendix2), a textbook (Т.Аяпова, З.Абильдаева, English,11)
Teacher: Good afternoon! Sit down, please. I’m happy to see you. Open your notebooks and write down the topic of our lesson, please. (Slide 1)
Teacher: Do you know any young inventors? What are their inventions? How important are they in our life?
Students are expected to answer the question.
Teacher displays slides 2-5 of presentation and give comments.
Teacher: Horatio Adams was in his mid teens when he helped his father, Thomas Adam with his studies that were crucial for the creation of bubble gum.
When Peter Chilvers created board-sailing, which is more commonly known as windsurfing, he was only twelve years old.
Surprising as it may be, an 11-year-old boy from San Francisco California was the creator of ice-lolly. Chester Greenwood was a 15-year-old inventor from Mine in the United States. In 1873 he created the earmuffs.
Louis Braille developed a system of reading and writing by means of raised dots. And today we are learning about his life.
3.Reading comprehension practice.
Teacher: Open your books at page 35 and read the text in exercise 2. Before reading pay attention to the following words and word combinations you will come across in the text. (Slide7)
You must have noticed that the paragraphs of the text are not in the right order. Let’s put them correctly.
The keys appear on the slide after students reply.
Teacher: Look through the text once again now with right order, please.
Students read the text with paragraphs in the right order.
Teacher: Work in pairs. Answer the questions of exercise 3 on page 36. (Т.Аяпова, З.Абилдаева, English,11)
Students work in pairs answering the following questions:
1.When was Louis Braille born?
2.How did he get injured?
3. Why did he become completely blind?
4.Which school did he attend?
5.What did the pupils do at school?
6.Who was Charles Barbier?
7.How did Louis Braille invent his Braille system for blind people?
8.When was Louis Braille officially recognized in France?
Then teacher addresses each pair one of the questions. Students answer in turn.
3. Listening comprehension practice.
Teacher: Look at this slide, please, (Slide 8) and draw a table of this kind in your notebooks.
And now look through these words you will hear while listening to the text. (Slide 9)
Students listen to the text about young inventors (page 274 of the textbook).
Then they fill in the table (ages and inventions).
Teacher: Exchange your notebooks in a circular way and see the keys. (Slide 10).
Students check their classmate’s work and give a mark according to assessment criteria. (Slide 11)
4. Introduction of the ways of expressing future actions.
Teacher: Look at this slide, please. (Slide 12) We express future actions not only by means of Future tenses but also other tenses and structures. They are Present Simple, Present Continuous and “to be going to do smth.” Find exercise 8 on page 37. Let’s define the tense of the verb, translate and then define the meaning of a future action.
The meanings of the future action forms appear on the slide (Slide 12)
Students do grammar exercises of different levels (simple, medium and complicated).(Appendix2)
Teacher gives marks, tells students their homework (make a presentation of any young inventor and a grammar exercise).